Experiences in teaching part project in english 6 in the secondary school

TABLE OF CONTENTS Page A - INTRODUCTION I Reasons for choosing the research II Researching purpose……………………………………………… III Researching object……………………….… IV Researching methodology …………………………………………… B - CONTENT I.Theoretical background An overview of the project……………………………………………… An overview of the project based learning II.Reality basis …………………………………………………………… III The context of the studies…………………………………………… To the curriculum………………………………………………………….7 2.To the teachers…………………………………………………………… To the students…………………………………………………………… The result of the survey before applying the initiative…………………… IV Solutions and procedure……………………………………… ………8 Solutions……………………………………………………………………8 The applications of doing the project work……………………………… Some notes of teaching and doing the project work……………………….15 Demonstration………………………………………………………………16 Result after applying the research in teaching………………………………17 D-CONCLUSION 20 I Conclusion 20 II Suggestions 20 E REFERENCE BOOKS 21 A INTRODUCTION -1 I Reasons for choosing the researching From 2001, the Prime Minister of Vietnam made a decision of approval on the project “Integrating environmental issues in the general education” Nowadays, teachers are still requested to take advantage of environmental contents in curriculum of different subjects to “equip student with knowledge of ecology, environmental preservation skills and attitudes towards surrounding environment”(Government, 2001 , p.1) In reality, this integration is not at all easy Both teacher and student are faced with a huge workload, time constraints and lack of environmental materials Therefore, it is necessary to seek an option that both provide scaffolding support for students with sufficient materials and motivate students’ attitudes toward learning English In the past years, my colleagues and I have used the project-based learning methodology and we find that it has a lot of advantages as well as some problems which we need to concern about For example: What should the teacher prepare for a project lesson? How can students make a really effective project? What are the criterias for evaluating a student's learning project? That's why I choose the topic: "Experiences in teaching part "Project" in English in the secondary school.", in order to improve the quality of teaching and learning the subject in the secondary school, especially for grade students learning the new trial books II Researching purposes Firstly, this topic aims to research and learn a model of a system of theories of project learning methodology, create and collect different forms of doing the part project in the last period of each lesson Secondly, the purpose of the study was to promote positive self- awareness in learning properly the spirit of teaching innovation; that is: students play an active, thinking, creative, central role, teachers prompted stimulate bright initiative created by students The research was carried out in 2016 – 2017 and 2017-2018 education-instruction years at the secondary school Totally 70 students in two different school years in the 6th grade of this school participated in the study III Researching subjects - Part "project" of the lesson: Looking back + Project, from Unit to Unit 12 in English - Experiences in teaching part "Project" in English in the secondary school IV Researching methodology Methodology of reasoning - Project-based learning - Research the throretical basis of the topic from teaching and collected documents Methodology of reality research -2 - Observation method, conversation method, experimental method, investigation method - Develop a question system that will fit the project to the level of the students' developmental level Initially, the use of a question system, project guidelines, and scenario-based study for students to carry out the project - Expeimental pedagogyb to evarluate the quality of the projecr and the effectiveness of using the project teaching methodology in teaching English language assessment and assessment - Observe the student acquisition of knowledge during project work - Learn from your peers and some of your own experiences The new points of the topic - Selected, fomulated a guiding system and questionnarie for the project in the topics covered in the English New Trial Program a chieving knowledge, skills and attiudes - The first step is to use teaching methodogy of the project to renew the test of Grade students In addition, leaming project is also used for purposes - The subject can be considered as a reference material for second school English teachers in the innovation of teaching methods and innovation of examinations and tests in accordance with the orientation of capacity development - Students are encouraged to become active rather than passive learners by developing collaborative and co-operative skills, and lifelong learning skills - It encourages the development of critical thinking skills - It requires the establishment of an environment of support, trust and cooperative learning can be nurtured - It promotes student learning and achievement - Students have the opportunity to learn from and to teach each other - The focus is on student centred approach to teaching and learning, and assessment Students are involved in their own learning - It enhances social skills and interactions - Large numbers of students can be catered for and work on task simultaneously - Interaction and co-operation on a micro scale is facilitated thus decreasing a sense of isolation felt by some B CONTENT I Theoretical background -3 An overview of the project The word project comes from the Latin word projectum from the Latin verb proicere, "before an action" which in turn comes from pro-, which denotes precedence, something that comes before something else in time (paralleling the Greek πρό) and iacere, "to do" The word "project" thus originally meant "before an action" Project work is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups or individuals to combine the investigating the topic and presenting it in written form illustrated with photos, pictures, diagrams, etc (Blumenfeld et al., 1991; Đỗ, 2011) Project work is student-centred and driven by the need to create an end-product (Bell, 2010) However, it is an itinerary to achieving this end product that makes project work so worthwhile The process to the end-product brings opportunities for students to develop their confidence and independence and to work together in a realworld environment by collaborating on a task which have they defined for themselves and which has not been externally imposed (Blumenfeld et al., 1991) Project work is a student-centred methodology, where students are actively involved in their own learning process In project work, students have to define a research question that will be analysed and discussed using different approaches in order to obtain an answer Project work is an intentional and original activity with a specific goal that promotes the development of skills, such as autonomy, initiative, creativity, critical thought and collaboration as it involves group work However, it can generate complexity and uncertainty among participants Project work is characterized by the creation of an end-product, for instance a presentation, an abstract, a poster or a three-dimensional model Project work also has a social approach, as a result of teamwork An overview of the project-based learning The basis of project-based approaches is hardly new Early in the 1920s, Project-based instruction was advocated by William Heard Kilpatrick His notion was that such instruction should include four components: purposing, planning, executing, and judging (Foshay, 1999) Since the students learn with interactive technology and since the teacher has to design, to facilitate and to monitor student activities Thomas (1999) stated that the idea of assigning projects to students is not a new one and the benefits of learning by practice have long been touted; the roots of the idea go back to John Dewey (Blumenfeld et al., 1991; Foshay, 1999) While each of these designs has different pedagogical objectives, we believe that all good pedagogical designs should include somewhat structured pedagogical scenarios and that the teacher's role is crucial For over 100 years, educators such as John Dewey have reported on the benefits of experiential, hands-on, student-directed learning Doing and creating projects is a long-standing tradition in education history (Merkham et al., 2003) -4 A project-based activity allows our students to identify and project their own problems They become active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning Besides that students develop a question and are guided through research under the teacher‘s supervision (Bell, 2010) Instead of using a inflexible lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about Thomas (1999) also described projects within project-based learning as based on challenging questions and making students having central role in problemsolving, designing skill, negotiation and decision making processes so giving students the chance to work relatively autonomously In project-based learning activities, students plan, implement, and evaluate projects that have real-world applications beyond the classroom (Blank,1997) Project-based learning is an active approach to classroom teaching and learning that is designed to engage students in investigation of complex, authentic problems and carefully designed products and tasks (Blumenfeld et al., 1991) The use of project-based learning in class is possible after providing the information that is needed for the project The classroom activities should be student-centred, cooperative, and interactive (Moursund, 1999) Project-based learning increases the students’ attitutes of mind students toward their learning style Project-based learning is still in the developmental stage within educational settings Moreover, these studies which were on the investigation of project-based learning were carried out in elementary level by comparing project-based learning with traditional methods However, this study focuses on the how to learn well part "project" of the new 6th Grade English Curriculum From this perspective, this research can be stated to have a significant value In this sense, It is hoped that this empirical study can provide a close link between project - based learning and language learning and, at the same time, propose guidelines for English language teachers who wish to implement project-based learning to enhance their students’ language learning as well as development of attitude towards learning English as a foreign language On the other hand, by carrying out this study, we hopes that teachers and students can p a y more attention and enjoy more popularity on part "project" at all grade levels II Reality basis From grade three on, English is taught at Primary school This demand for English offers opportunities for Teaching English as a Second or Other Language (TESOL) in Vietnam but at the same time this creates not only many challenges but also mismatchs between the expected and actual levels of competence, and educators claim EFL preservice teacher education is largely inadequate (Pham, 2001) We have changed our English Curriculum from Primary school to High school in order to get language proficiency levels and interpret language qualifications defined in the Common European Framework of Reference for Languages (CEFR), which plays a central role in language and education policy -5 nationwide Moreover, we have done our best to inspire our students to study English, using different modern teaching methods, applying CALL – activities (Computer-assisted language learning) into our teaching stage and renovating testing system As a shown in the problem indenfication of the motivation in English learning process through traditional methods, it’s possible to confirm that the solution to the pr oblem is related to the working hypothesis which is the solution for the lack of motivation on students PBL (Project-Based Learning) will increase their interest to use contents of English classes and to improve basic skills for the understanding and communication in English language To apply the proposal of this research based on the application of PBL to motivate English learning, in order to improve English communication skills and students’ attitudes in learning Figure 1: Problem indenfication III The context of the studies To the curriculum Project work is only one part of a period which lasts 45 minutes, so teachers and students not have much time to spend on doing project That's why some teachers cannot pay enough attiention to this part of each unit To the teachers -6 Firstly, all the teachers are having difficulty in the little time for teaching part "project" and some even think that this part is not very important This is the main reason why this part is normally ignored Secondly, some teachers have not got access to the Project-Based Learning yet and they are still affected the traditional method Some even don’t know how to arrange a project learning lesson Thirdly, because of the students' poor quality, many teachers always worry that our children are too poor, they can’t know what to do, how to do…Therefore, they often explain too much This makes students confused Finally, challenges for teachers involve: - Allocating time - Teaching process skills - Assessing process as well as product - Assessing individual as well as group learning To the students Secondary school students are more familiar with teacher-centred approaches, which tend to lead to a more passive learning style In fact, most of our students are afraid of taking part in the group work So that their group work is not effective Some weaker and lazier students will depend on the better ones and some even not any things Moreover, the real quality of our students is very poor Students need to be at level A1 so that they will be able to adapt to the higher level So that they get trouble with their project Finally, students not have enough time to create their ideas They often have to find out a new thing for a short time This seems very difficult for not only children but also the specialists The result of the survey before applying the initiative Let's have a look at my survey of students' participating behavior in doing project activity School year Grade Number of students Unsatisfactory Satisfactory SL % SL % 2016-2017 32 23 71 10 28.1 2017- 2018 38 25 65.8 13 34.2 -7 At the end of 2016-2017 and at the beginning of the 2017-2018 schoool year, I had students a project as a fifteen-minute test and here is the result: Shool year Grade Number Good 20162017 20172018 Fair Average Weak Of Students No % No 32 6 38 Poor % No % No % No % 12 18 56 15 9.4 18 12 31 12 31 13.2 From the results of the survey, we find that the problem of students' and teacher's awareness is worrying All of these proplems make me decide to research and apply some experiences in teaching project and guide my students to project work in my teaching process in the school year 20172018 for students of grade IV Solutions and procedure Solutions 1.1 Solution 1: Take a survey to check the behavior and ability of doing project work of our students 1.2 Solution 2: Make a plan, research, choose learning methods which suit for the students' level and for the content of different projects 1.3 Solutions 3: Carry out the research on grade students in …… secondary school where I am teaching The applications of doing the project work 2.1 Challenges for teachers and students What are the challenges facing teachers? When we bring project-based learning into the classroom we may have to adopt new instructional strategies to achieve success Having the teacher take the role of guide or facilitator is not the way that most educators were taught, nor even the way they were taught to teach Direct-instruction methods that rely on textbooks, lectures, and traditional assessments not work well in the more open-ended, interdisciplinary world of project-based learning Rather, we more coaching and modeling and less "telling." Specific challenges facing teachers -8 include: Recognizing situations that make for good projects; Assigning an authentic task; project-based work is supposed to be about the real world and reflect things that people out in the real world actually care about and need to know This means that the teacher need to stay away from tasks that seem to “live” only is schools such as asking them to write an essay or transform sentences Instead, the tasks should reflect things that people in the real world engage in or need to know Structuring problems as learning opportunities; Using an appropriate topic; not every topic works as a project-based work – it’s just that simple But even beyond that, we have to find the chosen topics engage the student in the way that we hope it would That’s why it’s so important to forcus on big, specific issues that are relavent to them or that reflect some aspects of their interest We’re most motivated to learn when the task before us is matched to our student level of skill: not so easy as to be boring, and not so hard as to be frustrating Deliberately fashion the learning exercise so that students are working at the very edge of their abilities, and keep upping the difficulty as they improve Managing the learning process; Assigning a unique task; the poin of view project-based learning is to engage the students in a task that seems new, exciting and interesting There’s a good chance that they’re going to be very interested Specially, project-based activities are good at teaching procedures to students or at helping them to memorize fact, so include these things as part of their task will miss the point of PBL Memorizing information is boring Discovering the solution to a puzzle is invigorating Present material to be learned not as a fait accompli such as state high school curricula, but as a live question begging to be explored Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves Generate motivation by encouraging students to compete against them: run through the material once to establish a baseline, and then keep track of how much they improve (in speed, in accuracy) each time Integrating technologies where appropriate; Choosing multi-faceted resources; part of what a project-based learning is supposed to is present different points-of-view and get student to from their own opinions after reading about “facts” that often oppose each other Therefore, that’s not easy to if we use resources that all seem to be staying the same things Project-based learning can be applied to all age-group, and all levels in which students have to collect information from website, seveys, and interviews Besides, Internet use can bring back students advantage of opportunities to be taught critical thinking skills -9 Collaborating with colleagues to develop interdisciplinary projects; Developing authentic assessments indeed, we may have to be willing to take risks to overcome initial challenges Almost students projects at the same time They complain that they have more than three projects due in the same week Therefore, we should talk to one another and space projects out over the course of the year This would result in higher quality projects A supportive administration can help by implementing more flexible schedules, such as block schedules or team planning time, and providing teachers with professional development opportunities According to my observation, the best way to know if we have created a successful project-based activity is if our students come up with different answer to the same problem This way, we know that they have engaged with the topic and formed their own distinctive viewpoints based on the information As our world continues to increase in speed and complexity, this kind of higher-lever thinking is going to be invaluable to ensure that they have a successful future On the other hand the teacher should be well trained and embrace the constructivist methodological principles that are supported by the usage of this tool As a teacher of English in secondary school we can see that the use of acquiring project-based ware can open the door for incorporating other teaching tools in while accommodating the needs of new generation of students who are currently or will come into classrooms It is possible that using project-based ware as a constructivist internet based tool will also help meet the school modernization and technology incorporation push currently underway by the MOET as part of an attempt to reach the modernization standards set by the most developed countries 2.2 The process of doing the project work 2.2.1 Solve with the time problem Because we not have much time to a project in a period at school, the teachers and students have to prepare the assignment before the lesson Each unit consists of periods and part "project" is usully taught with part Looking Back In the first lesson, Getting started, students get to know the topic of the unit, so we (teachers) should tell our students about their project By this way, we will save a lot of time in class and students will be able to think of their project more carefully and also have time to find more information related to the project 2.2.2 General overview of part "project" in English Our secondary English teachers recognize that the language arts skills of reading, writing, listening, and speaking contribute to the success of all students as self-sufficient and productive citizens We encourage students to: Enrich their lives and increase their understanding of themselves and others through the broadening study of literature To that end, we have included in our canon literature selections that portray universal and real themes Our chief goal -10 is to develop discriminating, sophisticated, and responsible readers and to encourage their lifelong reading habits View writing and the composing process as a way to generate, organize, and communicate ideas effectively We affirm the teaching of writing as a recursive process that includes a variety of pre-writing techniques, multiple drafts, revision, and editing As a part of this instruction, we encourage peer evaluation so that students can be both authors and editors In addition, we support the use of both teacher-generated and student-generated topics and the inclusion of writing experiences that stimulate creativity as well as critical thinking To validate and encourage students, we subscribe to the use of constructive commentary in the evaluation of writing To be astute and responsible consumers of information We provide opportunities for our students to critically evaluate the validity of information sources, including both print and non-print media Actively listen to the ideas of others and shape their own ideas and concerns into clear and effective speech Classifying the projects: * Speaking and writing: Project + + + + + 12 * Drawing and speaking: Project + + + + 10 * Making models and speaking: Project 11 2.2.3 Steps of doing the project work a Step 1: Making project plan Whether students work individually, in pairs, or in groups, having them design something from scratch taps their creative abilities When using the project-based learning strategy, it is almost guaranteed that the endeavor will be interdisciplinary The teacher's role is to serve as coach, guiding students to use a variety of resources, employ a strategy that is fun and motivating, and uncover content with depth and breadth For example: "Doing the Project 1" - My dream school* For Teacher's Preparation Step 1: I explain the content of the project: My dream school Request1: Draw your dream school Request 2: Write about your dream school - Imagine your dream school What does it look like? What can you there? Is it -11 - in a different town or country? - aboarding school? - a boys'/ girls' school? Does it have - a swimming pool? - video game rooms? - a greenhouse or a farm? Step 2: Class arrangement.For this project, I would like students to work individual first They use their imaginary to design a school they dream and write abut it After that, students are divided into groups to exchange and discuss about their new school in groups Choose one member to be the leader of the group and one to be the viceleader I also give them the time limited They have to hand in their work by the time of the lesson "skills 2" To motivate students, I hold a competition in which the team has more better results will win Step 3: Project evaluaion Teachers and students discuss about how to evaluate the project work Criteria 1: Design your dream school You can draw a picture, take a photo and stick on your papers more creative- points Criteria 2: Your writing, accuracy- points Criteria 3: Your participating behavior and your cooperation: 10 points From the beginning of the school year, I put more pressure on the awareness of taking part in doing the project than their language result By this way, everyone will have skills on working individually and in groups * For students' preparation Group leaders need to discuss in group to decide: - Give task to each person Be sure nobody is free from the project - The time they finish the personal task - The time and the place all the group work together PROJECT PLAN Class: Group Members I Overview Objectives: - Knowledge: + Topic: + Vocabulary: + Grammar: - Skills: - Attitudes: Method of development: (oral presentation, designing a poster, video clip, talk show ) Individuals’ responsibilities: Aids: (posters, handouts, pictures, projectors ) Schedule: -12 Lesson outcome: II Procedures Problem analysis: ( answer suggested questions Problem solving: ( Investigate, collect information ) Project report: ( oral presentation, poster, video clip, talk show ) - And here is one example result: Step 3: Project presentation The groups present their products before class at the period: Looking back and project After revising the vocabulay, the grammar and communication, teacher spends from 10 to 15 minutes for each team A presentative will show their idea in front of the class The other groups will give comments to their -13 friends presentation, discuss, contribute ideas It also gives a rating(by score) according to the criteria stated in the evaluation form designed by the teacher Let's have a look at one of my project class arrangement: Step 4: Project evaluation After the the students' presentation, teachers combine all the assesment process: self-assessment of team performance, team performance, teacher evalution(evaluation periodic and final product evaluation) to draw conclusions aboutt the actual results present projects of student groups, of each student -14 Comment on the spirite, working attitude of groups, individuals in the process of project implementation Comments on the product quality of project implementation by the groups Announce scores of each group; Bonus points for individuals to export has made a great contribution to the success of their group Select the product of the excellent group to stay in the library of the school for reference and presentation to all students in the school Project monitoring and evaluation must be based on forms.The development of detailed project evaluation forms will help to learn students participating in the project clearly define their jobs and must return.It helps students to evaluate their workload and quality I gained, help students self-assessment, group assessment, and help the assessment is fair and objective When the learner-centered assessment criteria, the student will be more involved in the assessment process, there are more opportunities to study and practice more: - Project planning, checklists and project evaluation forms - Use hints to help students think and evaluate their own learning self - Set goals, tasks, predictions about the results achieved in school episodes - Point out the difficulties that may arise during the learning process suggested strategies to overcome, the lessons learned - Exchange of feedback from students When participating in the assessment process, students will be encouraged, tested control learning, self-assertion of success To help learn successful, the teacher should provide: - Clear standards - The opportunity to track your progress - Methods to collect feedback to share with classmates, mix feedback from peers to increase work efficiency - Assist in establishing new learning goals in the future The advantages of doing project works Connecting academic situations to the real world is one of the largest benefits of project based learning Students learn with the same approach they will eventually use in their hobbies, passions, and careers This ingrains essential problem-solving techniques within them early on, drastically increasing their chances of success in whatever career they choose once their education has completed Part of this is that project based learning requires the use of multiple problem-solving methods, which helps students not only cultivate a balanced approach but also learn to switch approaches when their initial attempt fails to work Another benefit of project based learning is its affect on students' interpersonal skills Because projects are often large and complex, students are grouped together to work, which fosters communication skills and encourages even students with diverse and possibly conflicting personalities to find a -15 common ground, or at the very least a way to work together without constant tension Part of this teamwork building helps introduce students to the specialization and delegation that are extremely prominent in the real world Some students will naturally be more adept at some problem-solving methods than others, so students will figure out how to allocate resources (themselves) optimally by having part of the group work on one subset of tasks while another part works on another subset Overall, project based learning encourages students to develop a balanced, diverse approach to solving real-world problems, both on their own and in a team Project based learning prepares students for success in the real world like no other teaching style can Some notes of teaching and doing project work - Teacher makes sure that students know the main steps which are stated above to make a project plan - Teacher can organise students to work individually, in pairs or in groups according to the purpose of the projects - After giving out the main idea/topic, teacher should model first - Timing is necessary as well as the teacher’s motivation and help will encourage students to work eagerly and actively - The teacher’s and students' careful preparation is the success of the lesson Demonstration Project 2: Unit 2: My home Lesson 7: Looking back + Project Preparation: - Students should be prepared before the lesson at least for days -Draw a plan of a room for a hotel individually - Describe your room for yourselves and show the plan and describe the room to the other students Give detail instructions: - Name of the room? - What’s there in the room? - Positions of the main furniture? - Using the preposition: next to, on, near, … - There is / are………… Tell the rest of the class about your school Try to convince them to come Group members Topic : Class: 6… -16 Order Name Role in the project PP OP Individua l Total OP Oral presentation (10 marks) Individual Total score Students's handout (10 marks) = ( OP + dividual)/2 Here is the students' result: Let's have a look at the result more at the part Appendix Results after applying the research in teaching In the school year 2017 -2018, I boldly applied these initiatives in teaching the students of class at my shool and achieved very positive results as follows: - All of the students now are happily ready to project work themselves and in groups skillfully - Doing project is no longer boring and difficult but more enjoyable, active and creative Students can complete their task in different forms: speaking, writing, making things -17 - Through doing projects, more students love English and they can improve their speaking, listening and writing skills a lot, especially using daily English, As a result, their four skills are much better and they are interested in learning the subject more, which motivates teachers much in my teaching career This is also the reason leading to the relatively positive result of the first semester in the school year 2017-2018 in the classes that I am teaching Hopefully, my own small experience will help colleagues enrich their experience in teaching part project Let's have a look at my survey of students' participating behavior in doing project activity School year 2017- 2018 Grade Number of students Unsatisfactory Satisfactory SL % SL % 38 5.3 34 94.7 At the end of the school year, I have students a project as a fifteenminute test and here is the result: Shool year Grade 20172018 Number Good Fair Of Students No % No 38 21 16 Average Weak Poor % No % No % No % 41 10 26 10 0 In comparision with the result from the beginning of the school year, the figure has changed as follows: Good Fair Average weak Poor Increase 16.2 % Increase 23.4% Decrease 5.1% Decrease 20.0 % No student Let's compare the classroom arragement and students's behavior before and after applying the study: (Appendix 9) D CONCLUSION I Conclusion The results of the research showed a significant difference between the attitude scores of the experiment group and the control group On the other hand, it was also found out that doing project work was more effective in the positive development of the students’ academic achievement levels At the end of the research, it was revealed that the students who were educated by doing project was more successful and had higher attitude levels towards the lesson than the -18 students who were educated by the instruction based on student textbooks The purpose of this study was to investigate the effects of doing project on academic achievement and attitudes of eleventh grade students towards English lesson and to compare it to that of instruction based on student textbooks For this reason, experimental groups were formed for the study Whereas project-based learning was applied to the experimental groups, instruction based on student textbooks was applied to the control group in the teaching stage; there was no significant difference between the experimental and control groups in terms of their academic achievement scores in English lesson The findings of post-test at the end of the implementation, however, indicate that the experimental group performed better than the control group II Suggestions Based on the overall findings in the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them They quickly see how academic work can connect to real-life issues - and may even be inspired to pursue a career or engage in activism that relates to the project they developed Students also thrive on the greater flexibility of project learning In addition to participating in traditional assessment, they might be evaluated on presentations to a community audience they have assiduously prepared for, informative tours of a local historical site based on their recently acquired expertise, or screening of a scripted film they have painstakingly produced Tho Xuan, date 3rd January, 2018 Writer, I swear that here is my own initiative experience -19 References Bell, S (2010) Project-based learning for the 21st century: Skills for the future The Clearing House, 83, 39-43 Blank, W (1997) Authentic instruction Blank, W E and Harwell, S (Eds.) Promising practices for connecting high school to the real world Tampa, FL: University of South Florida Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M and Palincsar, A (1991) Motivating project - based learning: Sustaining the doing, supporting the learning Educational Psychologist, 26(3-4), 369-398 Đỗ Ngọc Thống (2011) Xây dựng chương trình Giáo dục phổ thông theo hướng tiếp cận lực Retrieved from http://tiasang.com.vn/Default.aspx? tabid=62&News=4119&CategoryID=6 Delta Kappan International Fraenkel, J R and Wallen, N E (1996) How to design and evaluate research in education (3rd ed.) New York: McGraw-Hill Merkham, T., Mergendooler, J., Learmer, J and Ravitz, J (2003) Project based learning handbook Hong Kong: Quinn Essentials Books and Printing, Inc Moursund, D (1999) Project-based learning using information technology Eugene, Oregon: International Society for Technology in Education Pham, H H (2006) Researching the Research Culture in English Language Education in Vietnam Journal, 10(2) Retrieved from http://wwwwriting.berkeley.edu/TESLEJ/ej38/a10.html 10 Railsback, J (2002) Project-based instruction: Creating excitement for learning Portland, OR: Northwest Regional Educational Laboratory http://www.nwrel.org/request/2002aug/index.html* 11 Retrieved from; http://mathforum.org/wikis/uploads/Blumenfeld.motivating.project.based.pdf http://www.bobpearlman.org/BestPractices/PBL_Research.pdf Foshay, J D (1999) Project-based multimedia instruction Bloomington, IN: Phi 12 Thomas, J W (2000) A review of research on project-based learning executive summary San Rafael, CA: The Autodesk Foundation -20 -21 ... Researching subjects - Part "project" of the lesson: Looking back + Project, from Unit to Unit 12 in English - Experiences in teaching part "Project" in English in the secondary school IV Researching... effective project? What are the criterias for evaluating a student's learning project? That's why I choose the topic: "Experiences in teaching part "Project" in English in the secondary school. ", in. .. carried out in 20 16 – 2017 and 2017-2018 education-instruction years at the secondary school Totally 70 students in two different school years in the 6th grade of this school participated in the study